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PubMed2006

Exploring the validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with established emotions measures.

Emotions measures represent an important means of obtaining construct validity evidence for emotional intelligence (EI) tests because they have the same theoretical underpinnings. Additionally, the extent to which both emotions and EI measures relate to intelligence is poorly understood. The current study was designed to address these issues. Participants (N = 138) completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), two emotions measures, as well as four intelligence tests. Results provide mixed support for the model hypothesized to underlie the MSCEIT, with emotions research and EI measures failing to load on the same factor. The emotions measures loaded on the same factor as intelligence measures. The validity of certain EI components (in particular, Emotion Perception), as currently assessed, appears equivocal.

Adult↗
PubMed2003

Influence of a merger on nurses' emotional well-being: the importance of self-efficacy and emotional reactivity.

The influence of the merger of two major medical centres on the emotional well-being of nurses was investigated by use of a questionnaire on emotional distress, perception of threat, self-efficacy and emotional reactivity. Evaluations were carried out 1 month prior to the merger at the official announcement, and again half a year after the merger took place. Before the merger, threat perception was higher in the transferring nurses, but the difference was of borderline significance (P = 0.05). There was a significant positive correlation between threat perception and both emotional reactivity and emotional distress, and a significant negative correlation between self-efficacy and both threat perception and emotional distress (P < 0.001 for all). After the merger, the transferring nurses showed more emotional distress (P = 0.009). There was a significant positive correlation between threat perception, emotional distress and negative outcome variables such as burnout and stress (P < 0.001), and a significant negative correlation between threat perception and positive outcome variables such as growth (P < 0.01). This study identifies some personal characteristics that can affect the way nurses deal with hospital mergers and need to be considered during organizational changes in order to maintain job satisfaction.

Adaptation, Psychological↗
PubMed2000

The role of job control as a moderator of emotional dissonance and emotional intelligence-outcome relationships.

Job control may be defined as the latitude to make decisions and the freedom to select the most appropriate skills to complete the task. Emotional dissonance may be defined as the conflict between expressed and experienced emotions. In this study, job control and self-efficacy were theorized to jointly affect emotional dissonance. Individuals with high self-efficacy were found to be more satisfied under conditions of little job control, whereas those with low self-efficacy favored high job control. The impact of job control on emotional intelligence was also studied. Emotional intelligence may be defined as the set of skills that contribute to accurate self-appraisal of emotion as well as the detection of emotional cues in others and the use of feelings to motivate and achieve in one's life. Emotional intelligence and job control explained significant amounts of the variance in both job satisfaction and organizational commitment. Theoretical and practical implications are discussed.

Adult↗
PubMed2003

Attention and emotion: an ERP analysis of facilitated emotional stimulus processing.

Recent event-related potential studies observed an early posterior negativity (EPN) reflecting facilitated processing of emotional images. The present study explored if the facilitated processing of emotional pictures is sustained while subjects perform an explicit non-emotional attention task. EEG was recorded from 129 channels while subjects viewed a rapid continuous stream of images containing emotional pictures as well as task-related checkerboard images. As expected, explicit selective attention to target images elicited large P3 waves. Interestingly, emotional stimuli guided stimulus-driven selective encoding as reflected by augmented EPN amplitudes to emotional stimuli, in particular to stimuli of evolutionary significance (erotic contents, mutilations, and threat). These data demonstrate the selective encoding of emotional stimuli while top-down attentional control was directed towards non-emotional target stimuli.

Attention↗
PubMed2004

Coping through emotional approach: a new look at emotion, coping, and health-related outcomes.

Researchers studying stress and coping processes have attempted to identify which coping strategies are most adaptive in stressful encounters. A generally accepted conclusion has been that emotion-focused coping processes are associated with dysfunctional outcomes. Studies from our and other research teams challenge the "bad reputation" of emotion-focused coping by demonstrating that items measuring emotion-focused strategies in published coping questionnaires are confounded with distress and self-deprecation. We have developed and validated new instruments to assess coping though acknowledging, understanding, and expressing emotion, that is, coping through emotional approach. Longitudinal and experimental studies using these new scales have documented the adaptive potential of emotional-approach coping in the context of several types of stressors, including infertility, breast cancer, and chronic pain. However, characteristics of the environmental context, stressful experience, and individual are important moderators of the relations of emotional-approach coping and health-related outcomes. Potential mediators and moderators of coping through emotional approach, clinical relevance of the construct, and directions for research are discussed.

Adaptation, Psychological↗
PubMed1993

Maternal emotional responsiveness and toddlers' social-emotional competence.

This study investigated, via extended naturalistic observation: (a) how mothers and children responded emotionally to each other's emotional displays; and (b) whether ratings of the child's social-emotional competence (made when the mother was absent) could be predicted by specific maternal responses to the child's emotions. Subjects were 28 mother-toddler pairs. Sequential analyses suggested that emotional dialogue does exist between mothers and children: certain emotional responses of mothers and children occurred more often than expected by their base rate during interaction. Maternal responsiveness to child sadness, anger, fear and neutrality predicted dimensions of children's social-emotional competence. Implications regarding the mother-child affective environment, socialization of emotion and social competency, and developmental methodology are discussed.

Adult↗
PubMed2004

Probing the psychophysiology of the airways: physical activity, experienced emotion, and facially expressed emotion.

This article reviews research on airway reactivity in health and asthma within a psychophysiological context, including the effects of physical activity, emotion induction, and manipulation of facial expression of emotion. Skeletal muscle activation leads to airway dilation, with vagal withdrawal being the most likely mechanism. Emotional arousal, in particular negative affect, leads to airway constriction, with evidence for a vagal pathway in depressive states and ventilatory contributions in positive affect. Laboratory-induced airway responses covary with reports of emotion-induced asthma and with lung function decline during negative mood in the field. Like physical activity, facial expression of emotion leads to airway dilation. However, these effects are small and less consistent in posed emotional expressions. The mechanisms of emotion-induced airway responses and potential benefits of emotional expression in asthma deserve further study.

Animals↗
PubMed2005

The relation between negative emotional suppression and emotional distress in breast cancer diagnosis and treatment.

Our objective was to investigate differences in emotional distress between negative emotional suppression and expression patients in the progress of medical treatment, including the operation. We studied the differences in affective response between patients who suppress negative emotion and those who express negative emotion by using Profile of Mood States (McNair, Lorr, & Droppleman, 1971) at four sessions: (a) at the first visit to the clinic, (b) immediately after being told the diagnosis of breast cancer, (c) after the operation, and (d) at 3 months after discharge. Our results showed that emotional suppression patients tended to report more emotional distress (in particular, anxiety, depression, and anger) than did emotional expression patients on 3 sessions, the exception being after the operation. Also, patients who suppress anger and anxiety felt strong psychological distress. We suggest that it is essential to encourage suppressive patients to express both negative and positive emotion clearly and appropriately.

Adult↗
PubMed2006

Solving the emotion paradox: categorization and the experience of emotion.

In this article, I introduce an emotion paradox: People believe that they know an emotion when they see it, and as a consequence assume that emotions are discrete events that can be recognized with some degree of accuracy, but scientists have yet to produce a set of clear and consistent criteria for indicating when an emotion is present and when it is not. I propose one solution to this paradox: People experience an emotion when they conceptualize an instance of affective feeling. In this view, the experience of emotion is an act of categorization, guided by embodied knowledge about emotion. The result is a model of emotion experience that has much in common with the social psychological literature on person perception and with literature on embodied conceptual knowledge as it has recently been applied to social psychology.

Affect↗
PubMed1986

[Study of the emotional range of schizophrenic patients in a model of emotion recognition through nonverbal expression].

Emotional characteristics of schizophrenic patients have been studied using an experimental model of emotion recognition. It has been shown that with further emotional depression and depletion schizophrenics show a deterioration of the accuracy of recognizing nonverbally expressed (by gestures, postures, or mimics) emotions and an increased tendency for non-emotional interpretations. The study has revealed a complex nonuniform nature of these changes, their dependence on the degree of the situation recognizability, on the channel of emotional information transmission, as well as on the sign, modality, and intensity of emotion expression by another man. The results obtained are interpreted as a sign of empathy diminution, of an increase in emotional "dullness" in intercourse, and of "glass and wood" symptom in patients with schizophrenia.

Cognition↗
PubMed2006

Facial emotion processing in schizophrenia: no evidence for a deficit specific to negative emotions in a differential deficit design.

People with schizophrenia perform poorly when recognising facial expressions of emotion, particularly negative emotions such as fear. This finding has been taken as evidence of a "negative emotion specific deficit", putatively associated with a dysfunction in the limbic system, particularly the amygdala. An alternative explanation is that greater difficulty in recognising negative emotions may reflect a priori differences in task difficulty. The present study uses a differential deficit design to test the above argument. Facial emotion recognition accuracy for seven emotion categories was compared across three groups. Eighteen schizophrenia patients and one group of healthy age- and gender-matched controls viewed identical sets of stimuli. A second group of 18 age- and gender-matched controls viewed a degraded version of the same stimuli. The level of stimulus degradation was chosen so as to equate overall level of accuracy to the schizophrenia patients. Both the schizophrenia group and the degraded image control group showed reduced overall recognition accuracy and reduced recognition accuracy for fearful and sad facial stimuli compared with the intact-image control group. There were no differences in recognition accuracy for any emotion category between the schizophrenia group and the degraded image control group. These findings argue against a negative emotion specific deficit in schizophrenia.

Adolescent↗
PubMed2006

Specifying emotional information: Regulation of emotional intensity via executive processes.

The degree of specificity at which emotional information is activated might determine evoked emotional intensity. However, the nature of this effect remains unclear. Four studies tested (a) whether people hold the naïve theory that activating specific details of emotional information arouses acute feelings; (b) whether an emotionally distressed population (social phobics) also holds that theory; and (c) whether voluntarily focusing on specific aspects of a distressing situation reduces its emotional impact. Results indicate that control as well as emotionally distressed people hold a naïve theory that specifying emotion increases its intensity. However, Studies 3 and 4 showed that voluntarily elaborating specific aspects of a distressing situation reduces distress. Results are discussed in terms of voluntary versus automatic processing of emotional information.

Adolescent↗
PubMed2000

Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties.

BACKGROUND: The vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers' responses to these children is important for both teachers' and students' well-being in schools. Research provides evidence that teachers attribute students' difficulties to factors external to themselves, that is family or child factors and although they experience feelings of irritation and indifference with disruptive students they feel responsible and committed to help them. As far as their coping strategies are concerned, teachers seem to mostly favour positive interventions. AIMS: This study aimed to examine Greek teachers' causal attributions, emotional and cognitive responses, coping strategies and suggestions for effective coping strategies with students with emotional and behavioural difficulties. SAMPLE: This comprised 391 elementary teachers teaching in 60 public schools in the area of Athens. METHOD: Teachers completed an inventory presenting six short scenarios of students with emotional and behavioural difficulties, varying in the type of difficulty (conduct or emotional) and the degree of severity for teachers to handle them (mild or severe). RESULTS: Repeated-measures ANOVA revealed that teachers perceived school and teacher factors as causal of emotional and behavioural difficulties. Teachers expressed feelings of sympathy for these children, and perceived themselves as responsible, self-efficacious and inclined to help them. Finally, they reported using supportive techniques to handle emotional and behavioural difficulties, which they also considered as effective. CONCLUSIONS: Teacher training becomes crucial as a process of adopting patterns of thought and strategies for responding to students with emotional and behavioural difficulties.

Adaptation, Psychological↗
PubMed2026

Advancing nursing education through social and emotional learning: A systematic review guided by the Collaborative for Academic, Social, and Emotional Learning framework.

BACKGROUND: With Generation Z entering the nursing workforce in growing numbers, strengthening social and emotional learning is critical for academic success, professional adaptation, and safe practice. However, the existing evidence remains fragmented because of varied interventions and inconsistent approaches. OBJECTIVES: This systematic review examined (1) the social and emotional learning essential for nursing students and nurses within the Collaborative for Academic, Social, and Emotional Learning framework, (2) their impact on educational and clinical outcomes, and (3) implications for advancing nursing education and practice. METHODS: Following Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, five international (PubMed, EMBASE, CINAHL, PsycINFO, Cochrane) and three Korean (RISS, KoreaMed, KMBASE) databases were searched up to June 2025. Eighteen studies involving 2,952 participants met the inclusion criteria, including quasi-experimental quantitative studies, descriptive quantitative studies, qualitative studies, and mixed-methods studies. The methodological quality of the included studies was appraised using the Mixed Methods Appraisal Tool. RESULTS: Within the Collaborative for Academic, Social, and Emotional Learning framework, relationship skills and self-management were the most frequently studied competencies, emphasizing teamwork, communication, and stress regulation. Self-awareness and social awareness were underexplored, despite their importance in empathy, resilience, and reflective practice. Responsible decision-making was the least studied competency, despite its importance in ethical reasoning. Social and emotional learning was consistently associated with enhanced adaptation, communication, leadership, relationships, and clinical performance. Effective strategies included blended learning, simulation, reflective activities, and mentorship, which are aligned with Generation Z's learning preferences. CONCLUSION: Although social and emotional learning integration is associated with improvements in educational and clinical outcomes in nursing, current research has largely centered on relational and stress-related competencies while underrepresenting responsible decision-making. To cultivate reflective, empathetic, and ethically grounded nurses, curricula should integrate social and emotional learning through a balanced and structured approach. REGISTRATION: This study was registered on PROSPERO (ID: CRD420251005683).

Humans↗
PubMed2002

The structure of emotional expressivity: each emotion counts.

Several models of the dimensionality of emotional expressivity were examined in a multitrait-multimethod study. Targets and peer raters completed measures of the target's emotional expressivity (Berkeley Expressivity Questionnaire. BEQ; J. J. Gross & O. P. John, 1995; and a measure of emotion-specific expression) and the Big 5 personality dimensions. The results of structural equation modeling and analysis of variance revealed that an emotion-specific model was superior to models of valence-specific or unidimensional expressivity. The distinct emotions differed in their relations with the dimensions of the 5-factor model. These results were corroborated by self- and other reports. Finally, the degree of convergence between self- and other ratings differed between emotions, demonstrating the multidimensional character of emotional expressivity.

Adult↗
PubMed1997

Differential emotions theory: relative contribution of emotion, cognition, and behavior to the prediction of depressive symptomatology in non-referred adolescents.

This study examined the relative contribution of emotions, cognition, and behavior to depressive symptomatology with 80 non-referred adolescents. Differential emotions theory emphasized emotions but pointed to the importance of behavioral and cognitive variables. Subjects completed self-rating scales, theoretically related to depression and differential emotions theory, assessing depressive symptomatology, emotions, automatic dysfunctional thoughts, and activity. Two hierarchical multiple regression models entered the emotional variables first but varied the entry of behavioral and cognitive variables. The findings emphasized the interplay between emotion and behavior, and provided equivocal support for the role of cognition.

Adolescent↗
PubMed1999

Emotion recognition in psychotherapy: impact of therapist level of experience and emotional awareness.

Accurately identifying another person's emotional state is an ability that may be necessary for a psychotherapist to empathize with a patient and that may be required for obtaining valid and reliable psychotherapy process ratings in research. Accuracy of identifying emotions and of rating emotional intensity expressed by a patient was studied in a comparison of 36 experienced therapists and 36 undergraduate psychology students who intended to become psychotherapists. Representative segments of a psychotherapy session were presented in one of three ways to tease apart the relative importance of verbal and nonverbal cues in making accurate ratings. Accuracy was judged against ratings supplied by two experienced and prestigious clinicians based on the same therapy sample. Results indicated that although therapists were more accurate than nontherapists in identifying emotions, they did not differ in the accuracy of rating emotional intensity. Moreover, accuracy of ratings was found to be less reliant on verbal cues among psychotherapists than among nontherapists. Finally, levels of participants' personal awareness of their own emotions had a positive impact on the accuracy of identifying specific emotions but not on the accuracy of rating their intensity.

Adult↗
PubMed1980

On the relationship between the creative and social-emotional development of emotionally handicapped children.

Examined the relationship between the creative and social-emotional development of emotionally handicapped children (N = 78). The question of primary interest was whether changes in social emotional development over the course of treatment would parallel changes in creativity. Two samples of emotionally handicapped children were rated on their mastery of social-emotional objectives and were given similar forms of a creativity test at the beginning and end of an 8-week period. In both samples a significant relationship was found between changes in social-emotional status and creativity. Creative and social-emotional changes occurred independently of most variables known about a child at the beginning of treatment. Possible explanations and implications of this relationship are discussed.

Affective Symptoms↗